Lyddie: Unit2 lesson2
•Download as PPTX, PDF•
5 likes•2,599 views
This document provides guidance for students to analyze a speech by Cesar Chavez. It includes learning objectives, instructions to take notes on paragraphs of the speech in a left/right format, and a structure chart to map how different sections of the speech contribute to an overall central claim. Students are asked to identify Chavez's main claim, analyze how it is developed throughout the speech, and determine how each section fits into building the overall argument.
Report
Share
Report
Share
Recommended
Lyddie: Unit2 lesson7
This document provides an agenda for a lesson on analyzing Cesar Chavez's Commonwealth Club Address. It includes directions for partner activities matching rhetorical devices to examples from the speech. Students will then annotate their copies of the address, highlighting how the conclusion restates ideas and claims. The document ends with assigning a homework on completing an analysis of the speech structure and independent reading.
Lyddie: Unit2 lesson3
This document provides guidance for a lesson on Cesar Chavez's "Agents of Change" speech. It includes learning objectives, points from the speech, definitions of rhetorical strategies, and instructions for an analysis activity where students analyze paragraphs of the speech and identify the rhetorical strategies used. The activity guides students to understand how Chavez persuades his audience through emotionally charged language, statistics, establishing his credibility, rhetorical questions, and including a counterclaim.
Lyddie: Unit2 lesson4
This document provides instructions and learning objectives for a lesson on Cesar Chavez's Commonwealth Club speech. It directs students to take notes on paragraphs 16-29 of the speech and identify Chavez's central claim. The lesson also defines rhetoric and has students work with partners to determine one claim from the selected speech paragraphs. For homework, students are assigned 15-20 minutes of independent reading.
Lyddie: Lesson one, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
1.2 equality and_inequality
This document outlines a lesson plan on the topic of equality and inequality. It includes learning objectives, key skills, and a series of discussion questions and activities to explore definitions of equality, examples of equality and inequality, and different religious perspectives on equality. Students will consider what equality means, discuss examples, compare views of equality in different countries and religions, and reflect on whether true equality is possible in the world.
Lyddie: Lesson thirteen, Unit 1
This document provides an overview of a lesson on writing argument essays. It includes learning objectives, instructions for classroom activities analyzing a model argument essay about the character Lyddie going to work in the mills. Students are asked to identify the claim, reasons and evidence in the essay, discuss in partners, and explain what must be done in an argument essay for the exit ticket. The homework is to circle where the author acknowledges opposing ideas in the model essay.
African relgion, trade, and culture station
This document outlines the daily lesson plan for a history class. Students will analyze early African religions before and after contact with Islam, working with partners to answer questions. They will have 5 minutes to read articles and answer questions on posters, passing the articles to the next group when time ends. If they finish early, students can draw pictures, write hashtags, or do other creative activities. Finally, the class will review questions about how Islam impacted North Africa's religions, economy, and cultural diffusion.
10 Editing Tips You Can Apply to Everyday Life
This document provides 10 tips for editing that can also apply to life lessons. The tips include understanding the writer's goals by listening well, finding the call to action and purpose that drives you, knowing your target audience and viewpoint to avoid communication issues, choosing a style and convictions while respecting others, learning from mentors and experts, proofreading with a fresh perspective, and building relationships with those who trust you.
Recommended
Lyddie: Unit2 lesson7
This document provides an agenda for a lesson on analyzing Cesar Chavez's Commonwealth Club Address. It includes directions for partner activities matching rhetorical devices to examples from the speech. Students will then annotate their copies of the address, highlighting how the conclusion restates ideas and claims. The document ends with assigning a homework on completing an analysis of the speech structure and independent reading.
Lyddie: Unit2 lesson3
This document provides guidance for a lesson on Cesar Chavez's "Agents of Change" speech. It includes learning objectives, points from the speech, definitions of rhetorical strategies, and instructions for an analysis activity where students analyze paragraphs of the speech and identify the rhetorical strategies used. The activity guides students to understand how Chavez persuades his audience through emotionally charged language, statistics, establishing his credibility, rhetorical questions, and including a counterclaim.
Lyddie: Unit2 lesson4
This document provides instructions and learning objectives for a lesson on Cesar Chavez's Commonwealth Club speech. It directs students to take notes on paragraphs 16-29 of the speech and identify Chavez's central claim. The lesson also defines rhetoric and has students work with partners to determine one claim from the selected speech paragraphs. For homework, students are assigned 15-20 minutes of independent reading.
Lyddie: Lesson one, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
1.2 equality and_inequality
This document outlines a lesson plan on the topic of equality and inequality. It includes learning objectives, key skills, and a series of discussion questions and activities to explore definitions of equality, examples of equality and inequality, and different religious perspectives on equality. Students will consider what equality means, discuss examples, compare views of equality in different countries and religions, and reflect on whether true equality is possible in the world.
Lyddie: Lesson thirteen, Unit 1
This document provides an overview of a lesson on writing argument essays. It includes learning objectives, instructions for classroom activities analyzing a model argument essay about the character Lyddie going to work in the mills. Students are asked to identify the claim, reasons and evidence in the essay, discuss in partners, and explain what must be done in an argument essay for the exit ticket. The homework is to circle where the author acknowledges opposing ideas in the model essay.
African relgion, trade, and culture station
This document outlines the daily lesson plan for a history class. Students will analyze early African religions before and after contact with Islam, working with partners to answer questions. They will have 5 minutes to read articles and answer questions on posters, passing the articles to the next group when time ends. If they finish early, students can draw pictures, write hashtags, or do other creative activities. Finally, the class will review questions about how Islam impacted North Africa's religions, economy, and cultural diffusion.
10 Editing Tips You Can Apply to Everyday Life
This document provides 10 tips for editing that can also apply to life lessons. The tips include understanding the writer's goals by listening well, finding the call to action and purpose that drives you, knowing your target audience and viewpoint to avoid communication issues, choosing a style and convictions while respecting others, learning from mentors and experts, proofreading with a fresh perspective, and building relationships with those who trust you.
Lyddie: Unit2 lesson1
This document provides an overview of the lesson plan for a class on agents of change. The lesson introduces the concept of an agent of change and focuses on the life and work of Cesar Chavez. Students will learn about Chavez through listening to a speech, analyzing quotes, and discussing how he sought to change working conditions for migrant farm workers. The lesson also defines related vocabulary words and has students complete activities where they analyze quotes and determine whether workers or the government caused changes to working conditions.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
Lyddie: Lesson nine, Unit 1
This document provides guidance and materials for a lesson on the novel Lyddie. It includes instructions for an entry task to review for an upcoming test, as well as reader's notes templates for chapters 12 and 13 that prompt students to summarize settings, characters, plots and analyze how they interact. Definitions are also provided for vocabulary from the chapters. The document outlines learning objectives and an assessment focused on citing textual evidence from chapters 12 and 13. It concludes with assigning a reading of chapter 14 and completion of reader's notes as homework.
Lyddie: Lesson four, Unit 1
This document provides instructions and materials for a literature class discussion of the book Lyddie. It includes:
- Notes and discussion questions for chapters 3-4 of Lyddie about the plot, characters, and their interactions.
- Definitions of unfamiliar words from the text for students to add to their packets.
- Learning objectives and instructions for partner discussions to analyze an excerpt from chapter 6 in more depth.
- A worksheet for students to answer text-dependent questions about the excerpt with their partner.
- Homework assigned of finishing reading chapters 6-7 and taking notes in preparation for a quiz.
Lyddie: Lesson ten, Unit 1
This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
Lyddie: Lesson eight, Unit 1
This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Winners of HTML5 BYOG - InGDIn
This document summarizes the results of the Build Your Own Game with HTML5 competition held by Indie GameDev India. It provides details on the games created, developers who created them, sponsors who provided prizes, and the winners in different categories. In the Best Design category, Neil Armstrong won first place and Ma won second. The winners of Best Innovation were the developers of Ma, Defenders from Past, and Astrogravity who will be invited to Google Bangalore. Saturn Speed won Best Gameplay and also received an additional bonus game. All participants will receive steam games and the winners will be contacted about receiving their prizes.
A Long Walk to Water: Lesson1 unit3
This document provides instruction and discussion questions for a lesson on the book "A Long Walk to Water" by Linda Sue Park. It focuses on how the author juxtaposes the characters of Salva and Nya to convey ideas about survival in Sudan. Students are asked to analyze how presenting both characters' stories close together and comparing their traits through the story helps demonstrate that life can improve after hardship.
Building Bridges between Academic Tribes
The document discusses building an online group blog called SHARE-IT to facilitate knowledge sharing across academic disciplines. A survey of 18 researchers found generally positive attitudes toward contributing to and using the blog. Respondents anticipated the blog would strengthen relationships and help others. However, some expressed concerns that contributions may be too generic or that open accessibility could disincentivize sharing. The authors propose addressing such issues and expanding the blog's target groups and comparative research to help knowledge sharing.
Donde esta el Dios de justicia
The document is a passage from the Bible discussing God's commandments for priests and judgment for disobeying. It warns that God will curse priests who do not glorify His name and obey His laws. It accuses the priests of corrupting their covenant with God and causing people to stumble in their understanding of the law. God will make the priests lowly if they do not keep to His paths and show partiality.
A Long Walk to Water: Lesson2 unit3
The document provides instructions and information for students about an assessment on A Long Walk to Water. It tells students to take out notes from yesterday and look over them for today's test. It provides learning objectives about comparing and contrasting the characters Nya and Salva. It notes that students can use their notebooks and yesterday's work during the test. After the test, students should start their homework if finished early. The document then provides instructions for a poetry writing assignment comparing Nya and Salva where students will use a two-voice poem graphic organizer. It gives guiding questions for students to consider as they plan their poem. It concludes with assigning the poem "Unexpected Links" as homework.
Towards the Cytoscape Cyberinfrastructure
1) The document discusses ongoing projects at the Cytoscape Core Developer Team to integrate Cytoscape into larger computational workflows by sharing data and computing resources over the network.
2) This will utilize standard tools like RStudio and IPython Notebook as primary workbenches for advanced users.
3) One project is a simple web application called CyNetShare that allows sharing of network visualization using Cytoscape.js in a web browser.
Communities of Learning in Organizational Training: The influence of particip...
Driven by today’s knowledge economy, many organizations have started looking for innovative methods to train their staff (Yamnill & MacLean, 2001). In this context, online Communities of Learning (CoL) have received a growing amount of attention among practitioners and researchers alike (Rehm, 2009). Yet, despite positive business showcases, empirical research on collaborative (learning) activities has only yielded mixed results (e.g. Simons, Pelled, & Smith, 1999). Moreover, past research on collaborative online communities has either not considered data from real organizations (Edmondson, 2002), or neglected participants’ hierarchical position as a major obstacle to collaborative learning processes (Romme, 1996). The present study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program that was being implemented for 249 staff members of a global organization. Each CoL consisted of 7 – 13 participants, from different hierarchical positions, who collaboratively enhanced their knowledge via asynchronous discussion forums.
Using social network analysis (Strijbos, Martens, Prins, & Jochems, 2006), we computed participants’ in- and out-degree ties, as well as centrality scores to determine their communication behaviour within CoL. Additionally, based on the content analysis scheme developed by Veerman & Veldhuis-Diermanse (2001), we assessed the level of participants’ contributions.
Our empirical results clearly indicate that hierarchical positions are transferred into the virtual realm and that higher level management plays an important role in CoL. More specifically, participants from higher up the hierarchical ladder held more central positions and contributed a higher amount of task-related messages than their colleagues. Taken together, these insights provide valuable input for future CoL. Considering that hierarchical positions have a significant impact on CoL, HRD practitioners can design collaborative activities that foster the active exchange of information, and device facilitation strategies that encourage an active participation of all members of a CoL.
Analisis crítico del texto
El documento analiza los "Siete Saberes Necesarios para la Educación del Futuro" propuestos por Edgar Morín. Estos saberes son: 1) las cegueras del conocimiento, 2) los principios de un conocimiento pertinente, 3) enseñar la condición humana, 4) enseñar la identidad terrenal, 5) enfrentar las incertidumbres, 6) enseñar la comprensión, y 7) la ética del género humano. Morín argumenta que estos saberes deben estar presentes en la educación del futuro
Can Cities Learn from Each Other? The Hong Kong- Malmö Sustainability Collabo...
Presentation on a City-to-City learning and innovation exchange at the World Environmental Education Congress WEEC2015) in Gothenburg, Sweden
SHARE-IT - A Blog “from Researchers for Researchers”
SHARE-IT is a blog called "from Researchers for Researchers" that aims to support academic researchers by sharing knowledge and skills using information technology. The blog serves as a community of practice for researchers to exchange tacit knowledge, provide feedback, and link virtual knowledge with real-world events. While technology acceptance models provide guidance, the success of the blog depends on researchers finding it useful and participating in discussions.
Ea 3 guided revision
This document provides guidance for revising an essay analyzing whether the Ibo society in Things Fall Apart is civilized. It outlines elements that should be included in the introduction, body paragraphs, and conclusion. The introduction should have a hook, definition, thesis, and tag statement. Body paragraphs need a topic sentence, quote context, integrated quotes with analysis, and a concluding sentence. Varied sentence structures, formal style, and conventions are checked throughout. The conclusion restates the thesis and recaps the body paragraph points and themes.
Presentation on clear writing to the Insurance and Financial Communicators As...
The document discusses how poor writing costs businesses billions per year through misunderstandings, wasted time seeking clarification, and lawsuits. It provides examples of how industries like insurance and the military have saved millions by switching to clearer writing. The key points are that most adults read at a 6th grade level or below, so writing simply and directly ensures readers understand, and that stripping out unnecessary words makes ideas easier to understand.
More Related Content
Viewers also liked
Lyddie: Unit2 lesson1
This document provides an overview of the lesson plan for a class on agents of change. The lesson introduces the concept of an agent of change and focuses on the life and work of Cesar Chavez. Students will learn about Chavez through listening to a speech, analyzing quotes, and discussing how he sought to change working conditions for migrant farm workers. The lesson also defines related vocabulary words and has students complete activities where they analyze quotes and determine whether workers or the government caused changes to working conditions.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
Lyddie: Lesson nine, Unit 1
This document provides guidance and materials for a lesson on the novel Lyddie. It includes instructions for an entry task to review for an upcoming test, as well as reader's notes templates for chapters 12 and 13 that prompt students to summarize settings, characters, plots and analyze how they interact. Definitions are also provided for vocabulary from the chapters. The document outlines learning objectives and an assessment focused on citing textual evidence from chapters 12 and 13. It concludes with assigning a reading of chapter 14 and completion of reader's notes as homework.
Lyddie: Lesson four, Unit 1
This document provides instructions and materials for a literature class discussion of the book Lyddie. It includes:
- Notes and discussion questions for chapters 3-4 of Lyddie about the plot, characters, and their interactions.
- Definitions of unfamiliar words from the text for students to add to their packets.
- Learning objectives and instructions for partner discussions to analyze an excerpt from chapter 6 in more depth.
- A worksheet for students to answer text-dependent questions about the excerpt with their partner.
- Homework assigned of finishing reading chapters 6-7 and taking notes in preparation for a quiz.
Lyddie: Lesson ten, Unit 1
This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
Lyddie: Lesson eight, Unit 1
This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Winners of HTML5 BYOG - InGDIn
This document summarizes the results of the Build Your Own Game with HTML5 competition held by Indie GameDev India. It provides details on the games created, developers who created them, sponsors who provided prizes, and the winners in different categories. In the Best Design category, Neil Armstrong won first place and Ma won second. The winners of Best Innovation were the developers of Ma, Defenders from Past, and Astrogravity who will be invited to Google Bangalore. Saturn Speed won Best Gameplay and also received an additional bonus game. All participants will receive steam games and the winners will be contacted about receiving their prizes.
A Long Walk to Water: Lesson1 unit3
This document provides instruction and discussion questions for a lesson on the book "A Long Walk to Water" by Linda Sue Park. It focuses on how the author juxtaposes the characters of Salva and Nya to convey ideas about survival in Sudan. Students are asked to analyze how presenting both characters' stories close together and comparing their traits through the story helps demonstrate that life can improve after hardship.
Building Bridges between Academic Tribes
The document discusses building an online group blog called SHARE-IT to facilitate knowledge sharing across academic disciplines. A survey of 18 researchers found generally positive attitudes toward contributing to and using the blog. Respondents anticipated the blog would strengthen relationships and help others. However, some expressed concerns that contributions may be too generic or that open accessibility could disincentivize sharing. The authors propose addressing such issues and expanding the blog's target groups and comparative research to help knowledge sharing.
Donde esta el Dios de justicia
The document is a passage from the Bible discussing God's commandments for priests and judgment for disobeying. It warns that God will curse priests who do not glorify His name and obey His laws. It accuses the priests of corrupting their covenant with God and causing people to stumble in their understanding of the law. God will make the priests lowly if they do not keep to His paths and show partiality.
A Long Walk to Water: Lesson2 unit3
The document provides instructions and information for students about an assessment on A Long Walk to Water. It tells students to take out notes from yesterday and look over them for today's test. It provides learning objectives about comparing and contrasting the characters Nya and Salva. It notes that students can use their notebooks and yesterday's work during the test. After the test, students should start their homework if finished early. The document then provides instructions for a poetry writing assignment comparing Nya and Salva where students will use a two-voice poem graphic organizer. It gives guiding questions for students to consider as they plan their poem. It concludes with assigning the poem "Unexpected Links" as homework.
Towards the Cytoscape Cyberinfrastructure
1) The document discusses ongoing projects at the Cytoscape Core Developer Team to integrate Cytoscape into larger computational workflows by sharing data and computing resources over the network.
2) This will utilize standard tools like RStudio and IPython Notebook as primary workbenches for advanced users.
3) One project is a simple web application called CyNetShare that allows sharing of network visualization using Cytoscape.js in a web browser.
Communities of Learning in Organizational Training: The influence of particip...
Driven by today’s knowledge economy, many organizations have started looking for innovative methods to train their staff (Yamnill & MacLean, 2001). In this context, online Communities of Learning (CoL) have received a growing amount of attention among practitioners and researchers alike (Rehm, 2009). Yet, despite positive business showcases, empirical research on collaborative (learning) activities has only yielded mixed results (e.g. Simons, Pelled, & Smith, 1999). Moreover, past research on collaborative online communities has either not considered data from real organizations (Edmondson, 2002), or neglected participants’ hierarchical position as a major obstacle to collaborative learning processes (Romme, 1996). The present study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program that was being implemented for 249 staff members of a global organization. Each CoL consisted of 7 – 13 participants, from different hierarchical positions, who collaboratively enhanced their knowledge via asynchronous discussion forums.
Using social network analysis (Strijbos, Martens, Prins, & Jochems, 2006), we computed participants’ in- and out-degree ties, as well as centrality scores to determine their communication behaviour within CoL. Additionally, based on the content analysis scheme developed by Veerman & Veldhuis-Diermanse (2001), we assessed the level of participants’ contributions.
Our empirical results clearly indicate that hierarchical positions are transferred into the virtual realm and that higher level management plays an important role in CoL. More specifically, participants from higher up the hierarchical ladder held more central positions and contributed a higher amount of task-related messages than their colleagues. Taken together, these insights provide valuable input for future CoL. Considering that hierarchical positions have a significant impact on CoL, HRD practitioners can design collaborative activities that foster the active exchange of information, and device facilitation strategies that encourage an active participation of all members of a CoL.
Analisis crítico del texto
El documento analiza los "Siete Saberes Necesarios para la Educación del Futuro" propuestos por Edgar Morín. Estos saberes son: 1) las cegueras del conocimiento, 2) los principios de un conocimiento pertinente, 3) enseñar la condición humana, 4) enseñar la identidad terrenal, 5) enfrentar las incertidumbres, 6) enseñar la comprensión, y 7) la ética del género humano. Morín argumenta que estos saberes deben estar presentes en la educación del futuro
Can Cities Learn from Each Other? The Hong Kong- Malmö Sustainability Collabo...
Presentation on a City-to-City learning and innovation exchange at the World Environmental Education Congress WEEC2015) in Gothenburg, Sweden
SHARE-IT - A Blog “from Researchers for Researchers”
SHARE-IT is a blog called "from Researchers for Researchers" that aims to support academic researchers by sharing knowledge and skills using information technology. The blog serves as a community of practice for researchers to exchange tacit knowledge, provide feedback, and link virtual knowledge with real-world events. While technology acceptance models provide guidance, the success of the blog depends on researchers finding it useful and participating in discussions.
Viewers also liked (20)
Communities of Learning in Organizational Training: The influence of particip...
Communities of Learning in Organizational Training: The influence of particip...
Can Cities Learn from Each Other? The Hong Kong- Malmö Sustainability Collabo...
Can Cities Learn from Each Other? The Hong Kong- Malmö Sustainability Collabo...
SHARE-IT - A Blog “from Researchers for Researchers”
SHARE-IT - A Blog “from Researchers for Researchers”
Similar to Lyddie: Unit2 lesson2
Ea 3 guided revision
This document provides guidance for revising an essay analyzing whether the Ibo society in Things Fall Apart is civilized. It outlines elements that should be included in the introduction, body paragraphs, and conclusion. The introduction should have a hook, definition, thesis, and tag statement. Body paragraphs need a topic sentence, quote context, integrated quotes with analysis, and a concluding sentence. Varied sentence structures, formal style, and conventions are checked throughout. The conclusion restates the thesis and recaps the body paragraph points and themes.
Presentation on clear writing to the Insurance and Financial Communicators As...
The document discusses how poor writing costs businesses billions per year through misunderstandings, wasted time seeking clarification, and lawsuits. It provides examples of how industries like insurance and the military have saved millions by switching to clearer writing. The key points are that most adults read at a 6th grade level or below, so writing simply and directly ensures readers understand, and that stripping out unnecessary words makes ideas easier to understand.
7 c s of communication
This document discusses the 7 C's of communication: Completeness, Conciseness, Consideration, Concreteness, Clarity, Courtesy, and Correctness. It provides guidance on each C, including checklists to ensure messages are complete by answering all questions, concise by eliminating unnecessary words, considerate by focusing on the reader's benefits, concrete by using familiar precise language, and clear by using effective sentence structure and emphasis. The overall goal is to communicate information to readers accurately and effectively.
CH 6_The Sentence System.pdf
Describe how words combine to form sentences and rules that govern how these units combine with each other.
Explain how to analyze and categorize sentences into their ‘constituents’ (component parts), meaning, purposes and voices.
Briefly discuss Parts of Speech or Lexical Categories.
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docx
How to Write a Point of View Literary Analysis
S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece
of writing.
S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone
Literary Element Analysis Questions
Speaker Keep in mind that the speaker and the author are sometimes two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
Occasion This is where you take into consideration the background of the author and the time
period when the piece was written. Ask yourself the following questions to analyze the
Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this time?
• Was something significant going on in history at this time?
Audience Think about the people for whom this was written. Ask yourself the following questions
to analyze the Audience:
• Who was the audience? Was this written for a specific person, a specific group,
or the general public?
• What were some of the key beliefs of people during the time period?
• What specific language does the author use to appeal to their target audience?
Purpose Focus on why this piece was written. Ask yourself the following questions to analyze
Purpose:
• Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their audience?
• What emotions does the writing make the audience feel?
Subject Consider the subject or topic of the writing. Ask yourself the following questions to
analyze Subject:
• What is the main subject or topic of this piece of writing?
• How does the writer present this subject?
• What other minor topics does the writer include in their text?
Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to
analyze the Tone:
• What events in the author’s life could be connected to the text?
• What words or phrases does the author use to describe the Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
• If you were to read this piece out loud, what types of emotions would you use?
English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself”
Pre-Writing: The Essential First Step
Analyzing point of view for a literary analysis starts with asking yourself some important questions about
the poem, story, essay, speech, or book you are reading. Although you won’t use all the information
you gather during your pre-writing, thinking about the author’s point of view before you write will help
you stay focused on the prompt to better identify your thesis, your t.
Pleased To Brief You
A presentation to the Strategic Management Branch, Saskatchewan Ministry of Social Services on effective briefing notes. This presentation was delivered on 26 October 2016
elephant in my heart want to be bited in my heart
Work from home and home in india and there is a new job and I am not able to join chepichavu
5 complicatedproblems
The document discusses different theories of linguistics that attempt to explain grammar, including transformational grammar, minimalism, and construction grammar. Transformational grammar proposes that words move between deep and surface structures to explain grammaticality, but critics argue that word movements are not plausible and that meaning should not be ignored. Minimalism aims to reduce unnecessary movements, but if all movement is unnecessary, then generative grammar has no means of explanation. Construction grammar and other theories argue that meaning is an inherent part of words and that language is embodied and connected to other cognitive and social factors beyond a specialized language faculty.
2013 World Entrepreneurship Forum: Startup Communities
2013 WEF master class/workshop on how YOU can help grow a more entrepreneurial community a/k/a entrepreneurial ecosystem!
BECOMING A SUCCESSFUL CHAPTER OFFICER
To be a successful chapter officer requires cooperation, communication, and conflict resolution (the 3 C's). Officers must work as a team, respect each other, and communicate through both personal conversations and active listening. When conflicts arise, it is important to stay neutral and focused on solutions, not personal attacks. Compromise is key to resolving issues in a way that is fair to everyone. With hard work and by following these principles, any goals can be achieved.
25 October 2016 JSGS Effective Written Communications In Government.
My presentation to the Johnson Shoyama School of Public Policy on the 25th of October 2016. This was part of the JSGS Public Policy Workshop series on Effective Written Communications
Op-Eds Talk 2015
Presentation given as part of a University-Wide Teach-In on the Sustainable Development Goals on 10/23/2015
Seek first to understand, Then Be Understood
The document discusses effective communication skills, particularly listening skills. It describes 5 poor communication styles: spacing out, pretend listening, selective listening, word listening, and self-centered listening. Self-centered listening includes advising, judging, and probing others. The goal is unselfish listening where one is genuinely interested in understanding the other person. Effective communication also relies on non-verbal cues like body language, tone of voice, and eye contact. "I-statements" are recommended over "you-statements" to avoid placing blame when providing feedback or resolving issues. Overall, the document emphasizes the importance of listening to understand others before seeking to be understood, and effective communication is key to leadership.
Report writing
This document provides a summary of a training presentation on report writing skills. The presentation covers identifying what constitutes good writing, understanding the writing process, defining one's strengths and weaknesses, and improving writing skills. It discusses the importance of writing, types of communication, and differences between speech and writing. The presentation also addresses determining audience, format, content, structure, grammar and punctuation. It outlines the writing process of pre-writing, drafting, revising, editing, and publishing. Finally, it offers tips for improving writing such as using plain English, avoiding overwriting, and following the "7Cs" of good writing.
26. interview practice, describing data, and listening
This document provides an agenda and notes for an IECP meeting. It includes announcements, interview practice, describing data practice, and listening exercises. Participants are asked to choose questions to share with partners for feedback. Descriptions of how data could change over time are provided as an exercise. The document reviews immigration terms and has participants analyze a chart on foreign workers in Germany. It includes a chart on migrant populations by country and assigns tasks analyzing a video and critical thinking questions. Finally, it reminds participants to schedule an interview and that recordings and reflections are due.
Leadership and communication
The document summarizes a seminar on understanding communications as a key to effective leadership. It covers definitions of communication, communication channels and types, effective communication techniques, and communication styles. The seminar agenda includes introductions, defining communication, reviewing communication channels and types, effective communication strategies, communication styles, active listening, and a summary. [/SUMMARY]
Writing for north american business audience
This document provides tips and guidelines for writing effectively for North American business audiences. It discusses emphasizing the main point, using simple language, active voice, and nondiscriminatory terms. The document also addresses avoiding overly general verbs and placing the main point at the beginning rather than end of writing. Specific dos and don'ts are provided with examples to illustrate proper business writing techniques for North American readers.
Volunteering in Canada: week 4
This document provides guidance on preparing for and participating in a volunteer job interview. It discusses the five steps to a successful interview: before it begins, telling about yourself, answering behavioral and skill questions, the closing stage, and following up. Key tips include arriving on time, shaking the interviewer's hand, describing relevant experiences using the STAR method, asking questions of the interviewer, and following up with a thank you note. The goal is to learn about the volunteer role and organization and demonstrate how your qualifications are a good fit. Practice answering common questions to feel more confident and relaxed during the interview.
Writing for results, one day course, master slides without notes
This document outlines the agenda and content for a one-day workshop on copywriting techniques for influencing, persuading, and selling. The workshop will cover topics such as researching the reader, identifying reader motivations and objections, using tone of voice and power words, and editing for style and readability. The goal is to teach participants how to plan, write, and edit copy that is clear, concise and compelling for the reader.
Similar to Lyddie: Unit2 lesson2 (19)
Presentation on clear writing to the Insurance and Financial Communicators As...
Presentation on clear writing to the Insurance and Financial Communicators As...
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docx
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docx
2013 World Entrepreneurship Forum: Startup Communities
2013 World Entrepreneurship Forum: Startup Communities
25 October 2016 JSGS Effective Written Communications In Government.
25 October 2016 JSGS Effective Written Communications In Government.
26. interview practice, describing data, and listening
26. interview practice, describing data, and listening
Writing for results, one day course, master slides without notes
Writing for results, one day course, master slides without notes
More from Terri Weiss
Slavery Module: Lesson fifteen
The document provides instructions for a class assignment on Harriet Tubman. Students are asked to take out their homework on Harriet Tubman and use it to complete a 6 question entry task. The document also includes a poem about Harriet Tubman and her efforts to escape slavery and help others do the same. It then provides learning objectives and texts for a poetry analysis lesson, including a poem by Paul Laurence Dunbar about wearing a mask to hide pain from slavery. Students are assigned to read independently and complete an exit ticket with questions about slavery and analyzing poetry.
Slavery Module: Lesson fourteen
The document provides instructions for students to complete tasks analyzing poems about slavery. It includes the poems "Black Woman" and "slaveships" by Lucille Clifton and discusses analyzing rhyme scheme, figurative language, and structure. Students are asked to re-write lines from the poems using different literary devices and provide an exit ticket answering questions about what they learned and their experience analyzing the poems. Homework includes reading and analyzing the poem "Harriet Tubman" and answering accompanying questions.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
Slavery Module: Lesson twelve
The document provides instructions for students to analyze the poem "Introduction to Poetry". It asks students to sketch three images inspired by the poem's title. It then prompts students to consider what the speaker is trying to say in the poem and to take a closer look at it. The poem is then presented, along with learning objectives about identifying poetic devices and finding layers of meaning in poems.
Slavery Module: Lesson eleven
This document provides information and instructions for students on poetry. It includes definitions of poetry, discussions of why poetry endures, and quotes about the power of rhythm in poetry. Students are instructed to analyze poetic devices in a poem excerpt, and are given a poetry toolbox defining common poetic terms like metaphor, simile, rhyme scheme, and others. The document encourages students to add poetic devices to found poems they created, and assigns revising their found poem to incorporate two new devices as homework.
Slavery Module: Lesson ten
This document provides instructions for analyzing an excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass. It directs students to take out two excerpts from the Narrative, star sentences they find powerful, and discuss them with a partner. It then gives learning objectives and guides students through close reading the second excerpt. It has them determine Douglass's position, analyze the purpose and craft of how he conveys his message, and complete a note-catcher analyzing the excerpt in relation to Douglass's positions on slavery. For homework, students are tasked with creating a found poem about slave living conditions based on excerpt 2.
Slavery Module Lesson nine
This document provides instructions and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes activities for students such as taking notes, discussing vocabulary words from the text, answering comprehension questions, and analyzing excerpts in small groups or with partners. The lesson focuses on building understanding of the historical context of slavery and developing reading comprehension and analysis skills.
Slavery Module: Lesson eight
This document provides instruction and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes entry tasks on roots, prefixes and suffixes. The learning objectives are to analyze how excerpts from Douglass's narrative convey his position on slavery and use word roots to understand meanings. Students are instructed to reread an excerpt and answer comprehension questions to understand Douglass's story and purpose. They are then asked to explain how the excerpt supports Douglass's two positions on slavery through specific evidence. Homework involves a constructed response using a quote sandwich to fully answer the question.
Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Lyddie: Unit3 lesson10
The document provides an agenda for a class on the book Lyddie. It includes instructions for students to review their work from the previous day, look over essays on Lyddie, and add their thoughts to essay packets. Students are asked to complete a reflection on working conditions using provided categories and write a book review for Lyddie answering questions and doing an optional crossword puzzle for extra credit.
Lyddie: Unit3 lesson9
The document provides instructions for students to work on creating an e-brochure about a book in the computer lab. Students are told to sit with their partner, work only on the brochure project, and complete their slides that day. They are also assigned 15-20 minutes of independent reading for homework to be finished the next day.
Lyddie: Unit3 lesson8
This document provides instructions for students to complete several tasks related to researching and creating a brochure about working conditions in the garment industry:
- Students will read a passage about working conditions and find the recommended plan of action. They will then discuss this plan with a partner.
- Students will read their research notebooks and star important information to include in the brochure.
- Working with a partner, students will fill out a brochure planning form and get feedback before sketching out the brochure layout.
- Finally, students will discuss what helped their collaboration and what to remember for finishing the brochure the next day. They also have independent reading for homework.
Lyddie: Unit3 lesson7
This document provides instructions for students on the work they will be doing in class. It includes:
- Completing a section in their researcher's notebook.
- Learning how to synthesize information from multiple sources.
- Continuing to work on their research project by paraphrasing sources to avoid plagiarism.
- Creating a rubric to evaluate a sample project on consumer advocacy about the iPhone.
Lyddie: Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document reminds students of homework expectations which include continuing their notebook work and independent reading.
More from Terri Weiss (20)
Recently uploaded
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Recently uploaded (20)
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Lyddie: Unit2 lesson2
- 1. DO NOW Entry Task – a speech! • Look at the Commonwealth Club Address • Read pages 1-2 silently • For every paragraph: 5 or less!!! (gist) • Write on LEFT side of the paper
- 2. Lyddie Learning Objectives I can determine one of Chávez’s main claims and identify the supporting evidence for it. I can analyze the development of a central claim in César Chávez’s speech. I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
- 3. Lyddie Agents of Change Commonwealth Club Address • Left side= 5 or less (gist) each paragraph Label: “What he says” • Right side= “HOW he’s saying it” • What is a claim? •
- 4. Lyddie Agents of Change César Chávez • Read along as we listen • Key question: Who changes working conditions? • Take gist notes (left) as we listen Click on me to listen!
- 5. Lyddie Agents of Change César Chávez • Paragraphs # 1-3…let’s practice the gist • Par # 1: • Par # 2: Farmworkers live in horrible conditions • Par # 3: Click on me to listen!
- 6. Lyddie Agents of Change César Chávez • Paragraphs # 5-6.. What did you write? • Par # 4: • Par # 5: • Par # 6: Click on me to listen!
- 7. Lyddie Agents of Change César Chávez • Paragraphs # 7-9.. What did you write? • Par # 7: • Par # 8: • Par # 9: Click on me to listen!
- 8. Lyddie Agents of Change César Chávez • Paragraphs # 10-12.. What did you write? • Par # 10: • Par # 11: • Par # 12: Click on me to listen!
- 9. Lyddie Agents of Change César Chávez • Paragraphs # 13-15.. What did you write? • Par # 13: • Par # 14: • Par # 15: Click on me to listen!
- 10. Lyddie Learning Objectives Structure of a Speech: I can determine one of Chávez’s main claims Parts of the speech that fit together and identify the supporting evidence for it. to “build” the whole point. (Ex. the – grab your attention) I can analyzeHOOK development of a central claim in César Chávez’s speech. I can analyze the structure of Chávez’s speech and explain how each section contributes to his central claim.
- 11. Lyddie Agents of Change How do we find “structure?” • First: identify purpose of the speech • Next: divide speech into sections • Then: figure out purpose of each section What is happening in this section? How does it add to the whole speech?
- 12. Lyddie Agents of Change Structure Chart 1. Find the overall purpose for the speech 2. Put your finger on it 3. Raise your hand when done
- 13. Lyddie Agents of Change Paragraph 15: Central Claim • Lyddie essays: claim in paragraph # 1 • Why is this one in middle of the speech? • How is a speech different from an essay?
- 14. Lyddie Agents of Change Structure Chart • Put finger on Main Claim for par # 1-7 • Listen as we read aloud • Notice! • Longer, more detailed than gist • Shorter than full summary
- 15. Lyddie Agents of Change Text-Dependent Questions • AT THE LOOM partners • Re-read paragraphs # 1-7 • Answer questions as you go • Raise your hands for help!
- 16. Lyddie Agents of Change Structure Chart • Look at empty box under Par. 1-7 • Let’s fill it in: This shows what it was like for farmworkers and Latinos before the UFW.
- 17. Lyddie Agents of Change Structure Chart • Look at empty box under Par. 1-7 • How does this section connect to the main claim at the top? • Is he talking about his present or the past?
- 18. Lyddie Agents of Change Forming Evidence-Based Claims • Graphic Organizer • Claim and “Points” filled in already • YOU need to find the evidence to prove Chávez’s points
- 19. Lyddie Homework Homework • Re-read Paragraphs # 1-7 • Fill in one piece of evidence for Point 1 on organizer • Fill in one piece of evidence for Point 2 on organizer